Workshops
"Inclusive by Design" Course Design Institute (1/10-11/18)
This two day workshop hosted by the UNM Center for Teaching and Learning
This two day workshop hosted by the UNM Center for Teaching and Learning
IRACDA Conference 2017: Forging Research, Teaching, and Diversity University of Alabama, Birmingham (6/4/17)
This conference had a lot of great topics and information for educators and researchers. I was able to attend sessions on job opportunities in academia, supporting diversity in STEM, increasing accessibility for hearing impaired students, using card game modeling in the classroom, effective mentoring, and integrating research interests in the classroom, among many more talks and posters showcasing how people are using research and innovative teaching techniques to reach students.
Lunch & Learn: How do I overcome student resistance to active learning and small-group work? (4/18/17)
This short informal discussion hosted by the UNM Office for Medical Educator Development led participants through some common issues with student resistance to active learning and some easy to implement strategies to increase student acceptance. One of the striking topics was that polls of incoming medical students found that students know they learn better from active learning environments, but often still prefer lectures. This discrepancy may be in part due to students having previously seen active learning activities that were hard to understand or fit into the larger context of the course. Therefore, designing well aligned, comprehensive, and clear active learning assignments which have an unambiguous connection to student learning goals is essential to student willingness to participate.
This conference had a lot of great topics and information for educators and researchers. I was able to attend sessions on job opportunities in academia, supporting diversity in STEM, increasing accessibility for hearing impaired students, using card game modeling in the classroom, effective mentoring, and integrating research interests in the classroom, among many more talks and posters showcasing how people are using research and innovative teaching techniques to reach students.
Lunch & Learn: How do I overcome student resistance to active learning and small-group work? (4/18/17)
This short informal discussion hosted by the UNM Office for Medical Educator Development led participants through some common issues with student resistance to active learning and some easy to implement strategies to increase student acceptance. One of the striking topics was that polls of incoming medical students found that students know they learn better from active learning environments, but often still prefer lectures. This discrepancy may be in part due to students having previously seen active learning activities that were hard to understand or fit into the larger context of the course. Therefore, designing well aligned, comprehensive, and clear active learning assignments which have an unambiguous connection to student learning goals is essential to student willingness to participate.
Transforming Your Lecture to Enhance Conceptual Learning (4/5/17)
This workshop presented by the UNM Office for Medical Educator Development let participants through active learning discussions and presentations on how to effectively use presentation tools to give a lecture-style lesson that incorporates active learning and student engagement because effective classroom learning requires thinking, not just listening. We also had time to practice redesigning slides for better understanding, including cutting out the extra words and making diagrams legible and easy to understand.
This workshop presented by the UNM Office for Medical Educator Development let participants through active learning discussions and presentations on how to effectively use presentation tools to give a lecture-style lesson that incorporates active learning and student engagement because effective classroom learning requires thinking, not just listening. We also had time to practice redesigning slides for better understanding, including cutting out the extra words and making diagrams legible and easy to understand.
Get Set & Reset Workshop, University of New Mexico (8/16/2016)
This workshop provided by the Center for Teaching Excellence at UNM allowed new and returning faculty to choose from multiple sessions on teaching tools, strategies, research support, and faculty life. I was able to attend sessions on teaching international students, and mentoring at UNM. I also had the opportunity to attend workshops on Inside-Out Pedagogy and free writing in which I learned to use free writing to help students connect to the material and their personal motivations and outlooks in the course. Another workshop I was able to attend was Teaching Across Cultural Differences. UNM provides a unique environment since we have a majority of minority students (mostly hispanic and many Native American students), therefore, this workshop focused on differences in learning between distinct cultural backgrounds and how this should influence teaching in a diverse setting. Things discussed were timing of teaching, since some students would prefer discussion or theory first while others would prefer reflection and practice first, and methods of teaching since some students will be more comfortable with stories and discussions while other would feel more comfortable with methods incorporating goals and worksheets.
This workshop provided by the Center for Teaching Excellence at UNM allowed new and returning faculty to choose from multiple sessions on teaching tools, strategies, research support, and faculty life. I was able to attend sessions on teaching international students, and mentoring at UNM. I also had the opportunity to attend workshops on Inside-Out Pedagogy and free writing in which I learned to use free writing to help students connect to the material and their personal motivations and outlooks in the course. Another workshop I was able to attend was Teaching Across Cultural Differences. UNM provides a unique environment since we have a majority of minority students (mostly hispanic and many Native American students), therefore, this workshop focused on differences in learning between distinct cultural backgrounds and how this should influence teaching in a diverse setting. Things discussed were timing of teaching, since some students would prefer discussion or theory first while others would prefer reflection and practice first, and methods of teaching since some students will be more comfortable with stories and discussions while other would feel more comfortable with methods incorporating goals and worksheets.
Green Zone Training, University of New Mexico (11/30/2015)
This training by the Veterans Resource Center at UNM is designed to prepare faculty and staff to better understand the unique strengths and challenges present in the military student population. This training informed me of the many resources available to UNM military students, veterans, and families. The training also helps faculty to create a supportive community to military and families - an environment that is open to individual experiences and needs to better serve these individuals as successful students.
This training by the Veterans Resource Center at UNM is designed to prepare faculty and staff to better understand the unique strengths and challenges present in the military student population. This training informed me of the many resources available to UNM military students, veterans, and families. The training also helps faculty to create a supportive community to military and families - an environment that is open to individual experiences and needs to better serve these individuals as successful students.
3T: Teaching, Techniques & Technology Conference, University of Cincinnati, Clermont College (3/11/2015)
This Conference had two excellent keynote speakers, Dr. Shannon LaCount and Dr. Luis Perez, and the choice of over 30 sessions to attend. Dr. LaCount talked about assessment strategies while Dr. Perez described the benefits of designing courses for accessible learning. I was able to attend workshop sessions on ePortfolio assessments, designing short semester courses, using white boards to get students thinking and talking, and preparing underprepared students.
This Conference had two excellent keynote speakers, Dr. Shannon LaCount and Dr. Luis Perez, and the choice of over 30 sessions to attend. Dr. LaCount talked about assessment strategies while Dr. Perez described the benefits of designing courses for accessible learning. I was able to attend workshop sessions on ePortfolio assessments, designing short semester courses, using white boards to get students thinking and talking, and preparing underprepared students.
Assessing Student Learning in Your Class (11/6/14)
This workshop presented some of the component and techniques used in an effective assessment strategy. Assessment is so much more than grading, it can also be used for formative feedback to both the student and the instructor. We practiced aligning assessment strategies with course learning objectives and class activities to give students a cohesive and supportive learning environment with fair and relevant grading practices. Current instructors also gave practical tips for grading effectively and preparing substantive and fair summative assignments.
This workshop presented some of the component and techniques used in an effective assessment strategy. Assessment is so much more than grading, it can also be used for formative feedback to both the student and the instructor. We practiced aligning assessment strategies with course learning objectives and class activities to give students a cohesive and supportive learning environment with fair and relevant grading practices. Current instructors also gave practical tips for grading effectively and preparing substantive and fair summative assignments.
Applying What We Know about How People Learn (10/30/14)
This workshop focused on the components and brain chemistry that leads to successful learning. If students simply become accustomed to the material they tend to overlook or assume many of the details. However, if students use class time to focus their attention, stimulate their senses and emotions, and interact with the material in multiple ways, this promotes strengthened synapse formation in the brain. Through sleep and subsequent repetition and exploration, the brain will actually make new connections and strengthen these new synaptic pathways. We can help students to make these connections through our learning strategies in class, our assignments, such as giving metacognitive and reflexive essays, and our explanations of the learning process.
This workshop focused on the components and brain chemistry that leads to successful learning. If students simply become accustomed to the material they tend to overlook or assume many of the details. However, if students use class time to focus their attention, stimulate their senses and emotions, and interact with the material in multiple ways, this promotes strengthened synapse formation in the brain. Through sleep and subsequent repetition and exploration, the brain will actually make new connections and strengthen these new synaptic pathways. We can help students to make these connections through our learning strategies in class, our assignments, such as giving metacognitive and reflexive essays, and our explanations of the learning process.
Get up and Go!: Preparing for your first teaching assignment (8/12/14)
This workshop for graduate TAs and independent instructors gave a half-day full of teaching and course preparation tips, how to set a positive and inclusive course atmosphere, classroom management techniques, as well as discussions on work/life balance and interactions with faculty at all stages of their careers.
This workshop for graduate TAs and independent instructors gave a half-day full of teaching and course preparation tips, how to set a positive and inclusive course atmosphere, classroom management techniques, as well as discussions on work/life balance and interactions with faculty at all stages of their careers.
3T: Teaching, Techniques & Technology Conference, University of Cincinnati, Clermont College (3/8/2014)
This Conference had two excellent keynote speakers, Linda Nilson and Dr. Ken Bain, and the choice of over 30 sessions to attend. I was able to attend workshop sessions on alternative presentation platforms, creating active "real world" scenarios for the class, resources for equipping students not just academically but socially, spiritually, and relationally, methods for using i-clickers in the classroom, and a demonstration of e Science labs.
This Conference had two excellent keynote speakers, Linda Nilson and Dr. Ken Bain, and the choice of over 30 sessions to attend. I was able to attend workshop sessions on alternative presentation platforms, creating active "real world" scenarios for the class, resources for equipping students not just academically but socially, spiritually, and relationally, methods for using i-clickers in the classroom, and a demonstration of e Science labs.
Developmental Biology Teaching Workshop, Darling Marine Center, The University of Maine (6/25/13-6/29/2013)
This workshop provided hands-on experience with organisms commonly studied in Developmental Biology teaching laboratories. These include sea urchins and sand dollars, planaria, Drosophila, chick, Spirostomum, Lumbriculus, and flowering plants. Techniques range from classical microsurgery techniques to fluorescence microscopy and reporter gene technology. The workshop also includes considerable sharing of techniques and ideas among participants leading to better prepared and facilitated Developmental Biology courses.
This workshop provided hands-on experience with organisms commonly studied in Developmental Biology teaching laboratories. These include sea urchins and sand dollars, planaria, Drosophila, chick, Spirostomum, Lumbriculus, and flowering plants. Techniques range from classical microsurgery techniques to fluorescence microscopy and reporter gene technology. The workshop also includes considerable sharing of techniques and ideas among participants leading to better prepared and facilitated Developmental Biology courses.
American Society for Biochemistry & Molecular Biology Career Development Workshop (3/19/13)
Cincinnati Children's Hospital Medical Center & The University of Cincinnati presented a day of careers possible for graduate students and post-doctoral fellows in the life sciences. These presentations included talks by professionals in varied fields, panel and round table discussions and workshops. The panel members spoke on "Academia and Education" careers, "Industry and Scientific writing" careers, and "Intellectual Property/Technology Transfer" careers. Each speaker brought a unique view of their field with resources on how to get involved or opportunities to look for if interested, as well as practical advise and candid pros and cons for each profession.
Cincinnati Children's Hospital Medical Center & The University of Cincinnati presented a day of careers possible for graduate students and post-doctoral fellows in the life sciences. These presentations included talks by professionals in varied fields, panel and round table discussions and workshops. The panel members spoke on "Academia and Education" careers, "Industry and Scientific writing" careers, and "Intellectual Property/Technology Transfer" careers. Each speaker brought a unique view of their field with resources on how to get involved or opportunities to look for if interested, as well as practical advise and candid pros and cons for each profession.
How to Transform the Freshman Biology Lab into an Active Learning Experience (11/02/11)
Most undergraduate labs give students a cookie-cutter protocol that walks them through a simple experiment demonstrating a point that was mentioned in lecture. With few exceptions, they work through a set of questions until they get the right answers and can leave. In an active learning lab, students step away from lecture material to concentrate on the higher order thought process behind the experiments which will be a critical skill for continued work in the sciences. Through scaffolding the teaching of the scientific method and research study development and design, first year students are able to work on novel, real-world projects in which they can ask their own questions and find their own answers while developing teamwork, scientific methodology and reasoning, and research study design and communication.
Most undergraduate labs give students a cookie-cutter protocol that walks them through a simple experiment demonstrating a point that was mentioned in lecture. With few exceptions, they work through a set of questions until they get the right answers and can leave. In an active learning lab, students step away from lecture material to concentrate on the higher order thought process behind the experiments which will be a critical skill for continued work in the sciences. Through scaffolding the teaching of the scientific method and research study development and design, first year students are able to work on novel, real-world projects in which they can ask their own questions and find their own answers while developing teamwork, scientific methodology and reasoning, and research study design and communication.
ASERT-IRACDA Post-doctoral Fellowship
As part of the National NIH Institutional Research and Academic Career Development Awards (IRACDA) initiative to develop a diverse group of trained scientists to address the nation's biomedical research needs, UNM's Academic Science Education and Research Training (ASERT) program allows trainees to participate in outstanding biomedical research at UNM and hands-on teaching experience at partner minority-serving institutions in New Mexico.
University Teacher Training (Spring 2017)
This course gives an introduction to the principles of how people learn and methods of teaching and assessment. As part of this course, I was able to prepare a course on Science Communication (see sample course syllabus). This course uses student learning objectives and active learning to instruct students in science communication to both scientific and non-science audiences and some broad ideas behind science literacy and what that means for individuals and society while also taking an in depth look at some of the exciting Nobel prize winning scientific discoveries students may have heard about.
This course gives an introduction to the principles of how people learn and methods of teaching and assessment. As part of this course, I was able to prepare a course on Science Communication (see sample course syllabus). This course uses student learning objectives and active learning to instruct students in science communication to both scientific and non-science audiences and some broad ideas behind science literacy and what that means for individuals and society while also taking an in depth look at some of the exciting Nobel prize winning scientific discoveries students may have heard about.
ASERT meetings and workshops
Each month the ASERT fellows meet to talk about relevant new research, common career goals and obstacles, and interesting new workshops and ideas. Some of these topics have included resources available and required for increasing Native American research opportunities, hearing from successful new faculty about how to manage starting a new lab with other new faculty opportunities, and professional development opportunities.
Each month the ASERT fellows meet to talk about relevant new research, common career goals and obstacles, and interesting new workshops and ideas. Some of these topics have included resources available and required for increasing Native American research opportunities, hearing from successful new faculty about how to manage starting a new lab with other new faculty opportunities, and professional development opportunities.
Preparing Future Faculty
The University of Cincinnati Preparing Future Faculty (PFF) program provides instruction in modern teaching and learning and offers rich mentoring experiences that strengthen these career skills. (Visit the UC PFF website)
Effective Teaching: course design (Fall 2011)
Included here is an example of an Introductory Developmental Biology course I designed as part of the Effective Teaching Colloquium in the PFF program. This course is designed around clear student learning objectives, things a student will be able to do after taking this course. These learning objectives give structure to the course, from the syllabus to the projects and finals, which allows the students to see the overarching concepts and goals the course is designed to teach. This allows both the student and the instructor time to focus their energy on mastery of the key components of the course leading to deeper discussions and a deeper understanding of the material.
The Academic Job Search Process (Spring 2012)
This course offers a broad and diverse view of the academic job market, including the different kinds of institutions (from community college to research university) and the implications of those market segments for faculty careers. The course also offers practical insights into and guidance for assessing job openings, applying for jobs and interviewing.
Mentorship Experience (Fall 2014)
I performed my mentorship experience under Dr. Kathryn Rafferty at the University of Cincinnati. I observed and lectured with her in a Genetics and Cell Biology course. During the course I especially took note of the course concepts that were discussed and was able to provide a course concept map. I also took time to read student's weekly journal entries which gave insight on how they thought the course was run and managed and what students would like to see different. This allowed me to be an effective go-between or advocate for the students and the teaching methods in the course.